Two Decades of LMS Supported EFL Instruction: A Systematic Review of Implementation, Use, Infrastructure, and Success Factors

This study conducted a systematic review (SR) of the author’s research on the use of Online Learning Management Systems (LMSs) in teaching English language skills between 2001 and 2021. The corpus consists of 44 studies categorized into three thematic clusters: implementation of blended learning in teaching language skills; LMS infrastructure, use, and utilization; and success factors in blended learning. The corpus covers experimental studies using LMS; reading and writing studies; investigations of the differential effects of online instruction on multiple EFL skills; studies using iRubrics for assessment; research employing web conferencing tools; extensive reading studies; online collaborative learning and cross cultural communication via LMS; explicit, strategy based online reading instruction; feasibility studies of different LMSs; LMS infrastructure and use; cases in which online learning failed; and studies on success factors. Results showed that the author’s research provides a comprehensive account of how blended learning was implemented across different English language skills (reading, writing, vocabulary, grammar, ESP, translation) using Blackboard, WebCT, Moodle, Nicenet, RCampus, and Elluminate. The studies documented instructional procedures, task types, assessment methods, and patterns of student engagement in online and blended environments. Across twelve experimental studies, students who received a combination of online and textbook based instruction achieved higher gains than those who received textbook only instruction, and active participants consistently outperformed passive participants. Overall, students expressed positive attitudes toward online instruction, and LMS supported learning, enhanced autonomy, motivation, collaboration, and engagement. Additionally, the author’s studies on LMS infrastructure and use identified institutional, technical, and training related factors that affected the utilization of online learning. Studies on success factors emphasized the importance of online collaboration, active participation, motivation, timely feedback, well designed tasks, and supportive learning environments. Notably, collaboration succeeded in the Saudi–Ukrainian–Russian study because interaction occurred in a culturally neutral, non threatening international space, whereas collaboration between King Saud University and Umm Al Qura University failed due to students’ discomfort with cross university interaction in a gender segregated local context, which suppressed participation. In conclusion, the author’s contributions to LMS based EFL instruction provide a foundation for understanding how online and blended learning evolved across different platforms, skills, and pedagogical contexts.